This lesson plan is for a class of 14 4-year-olds focusing on parts of the face vocabulary. The teacher will introduce new vocabulary by reading a story about a monster and attaching cardboard face parts. Children will then practice identifying face parts by matching images to a board and creating their own monster faces. The lesson concludes with each child presenting their monster and naming its face parts while the teacher provides support.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Edixson Vidal Hilguera Rojas
Institución Educativa: Jardín de Infantes Martina Tesi
Dirección: Barrio Convivencia manzana 1 D lote 1, Salta
Cantidad de alumnos: 14 (catorce)
Edad: 4 años
Unidad Temática: Body Parts (parts of the face)
Clase Nº: 3
Fecha: 10 de octubre de 2019
Hora: 14:20
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 07 de octubre de 2019
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Learning aims: 
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During this lesson, learners will be able to…
 To name and identify parts of the face.
 To recognize their own parts of the face.
 To learn about monsters.
 To sing and dance identifying parts of the face.
Learning focus:
 Vocabulary about parts of the face: eyes, nose, mouth, teeth, ears,
face.
Integration of skills: 
 Linguistic skills: by listening to the teacher and repeating the new
words.
 Social skills: by interacting with their classmates singing and
dancing.
 Personal skills: by showing their craft work to their classmates.
 Physical skills: by dancing, singing and pointing parts of the face.
Multiple intelligences:
 Linguistic intelligence: singing and repeating parts of the face.
 Logical-Mathematical intelligence: counting parts of the face.
 Interpersonal Intelligence: Talking about their parts of the face.

2. Materials and resources:
 Cardboard monster puppet.
 Cardboard parts of the face.
 Masking tape.
 Short story video.
 Television or Pc.
Possible contingencies:
 Children talking at the same time when the teacher talks.
 Children refusing to sing or dance.
Classroom management strategies:
 Start each activity explaining what it is.
 Use a chant to make children be quiet. (zip it, lock it, save it in
your pocket)
 Accompany children while singing and dancing.
 Help children when identifying parts of the face.
Assessment: collecting information and reporting your findings
-Observing children naming and identifying parts of the face.
-Making different comments and facial expressions. (Excellent!, OK,
let’s try again)
Lesson stages:
Routine
Purpose: To greet children
Timing: 2 minutes
Activity: The teacher says “Hello children” and they say “Hello Mr.
Edixson”. The teacher sings the song “This is the way we say hello”
moving his hands and pointing children. Then children sing the song
and point the teacher. The teacher says “Hello children” and they say
“Hello Mr. Edixson”
This is the way we say hello
We say hello, we say hello.
This is the way we say hello
We say hello to you.
Once the teacher has the children’s attention, he presents the following
activity…
Lead-in and Presentation
Purpose: To introduce children parts of the face.

3. Timing: 10 minutes
Activity:
The teacher explains to children they are going to see and listen about a
big monster. He uses L1 if it necessary. Today we are going to meet a big
monster.
After watching and listening, the teacher puts on his hand a big
cardboard green face and retells the story using cardboard parts of the
face. While he sticks the parts of the monster’s face he encourages
children to repeat the new vocabulary and the repeated phrase Go away
monster!
Once the teacher completed the monster’s face ,he encourages children
to identify the parts of the face. He gets close to children and showing
the monster’s face they can point the part of the face they can
remember.
Scaffolding strategies:
-The teacher uses a colorful short story.
-The teacher makes face gesturing to help children know if their
answers are or are not correct.
-The teacher uses L1 for some instructions if it is necessary.
Transition comment:
Excellent! Now, let’s play…
Development of the sequence of activities
Activity 1
Purpose: To encourage children to recognize the parts of the face.
Timing: 4 minutes
Activity:
The teacher sticks on the board the different parts of the monster’s face
and puts some cardboard parts of the face in a bag. He explains to
children they have to pick a cardboard image and say what it is. If they
respond correctly the teacher says Yes, that’s correct! and sticks the face

4. part under the corresponding one on the board.
Scaffolding strategies:
-The teacher uses a black bag to catch children’s attention.
Transition comment:
Excellent work! Now let’s make a monster face…
Activity 2
Purpose: To reinforce the new vocabulary acquisition.
Timing: 9 minutes
Activity:
The teacher delivers each child a cardboard circle and encourages them
to create a monsters’ face. He puts at one end of the table the different
parts of the face. And gives them some glue.
Once they have finished they present their work to the teacher and he
writes their names on it.
Scaffolding strategies:
-The teacher puts the big green monster puppet on his hand while
children prepare their own monster.
Transition comment:
Very good! Excellent work!
The teacher invites children to sit down and prepare to listen to their
classmates.
Closure
Purpose: To encourage children to identify parts of the face
Timing: 5 minutes
Activity:
The teacher asks children to sit in a circle and to listen carefully their
classmates.
Each child goes to the front of the class and shows their monster face.
They point and name the parts of the face. If they need help, the teacher
helps them using the big green monster.
Scaffolding strategies:
-The teacher helps each child to say parts of the face.
-Once a child finishes his presentation the teacher asks for applause.
Transition comment:
Excellent! Thank you very much!

5. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Excellent,Edixon!
At the beginningof yourplanyouclaimedthatchildren wouldsinganddance,but
that stage is notpresentinthislessonplan.
Make sure youinclude the materialsyouwill use.
Way to go!
Ceci